title: Overthinking skilled motor performance: or why those who teach can't do.
abstract: Skilled athletes often maintain that overthinking disrupts performance of their motor skills. Here, we examined whether these experiences have a basis in verbal overshadowing, a phenomenon in which describing memories for ineffable perceptual experiences disrupts later retention. After learning a unique golf-putting task, golfers of low and intermediate skill either described their actions in detail or performed an irrelevant verbal task. They then performed the putting task again. Strikingly, describing their putting experience significantly impaired higher skill golfers' ability to reachieve the putting criterion, compared with higher skill golfers who performed the irrelevant verbal activity. Verbalization had no such effect, however, for lower skill golfers. These findings establish that the effects of overthinking extend beyond dual-task interference and may sometimes reflect impacts on long-term memory. We propose that these effects are mediated by competition between procedural and declarative memory, as suggested by recent work in cognitive neuroscience.
authors.affiliation: Department of Psychology, University of Michigan, Ann Arbor, Michigan 48109, USA. kflegal@umich.edu
authors.forename: Kristin E
authors.initials: KE
authors.lastname: Flegal
authors.forename: Michael C
authors.initials: MC
authors.lastname: Anderson
mesh_terms: D001076:Aptitude; D003071:Cognition; D006055:Golf; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008568:Memory; D011597:Psychomotor Performance; D012153:Retention, Psychology; D013663:Teaching; D013850:Thinking; D014705:Verbal Behavior; D055815:Young Adult